When it comes to this project, there are several different perspectives that must be considered when moving forward and assessing our goals and intended outcomes in contrast to those that may have a connection to the project in some manner. This could be from a production standpoint, such as the team building the various assets for the final level, or could be from the perspective of the general public merely glancing upon the project for the first time without any prior context or attachment/involvement. For this, we then have to consider shaping various aspects of the project around these stakeholders to best propagate their interest in the project.
We as designers and constructors of the project itself have to service the project around our own desires to which the project should shape to be. This means that it must be a product that we can collectively as a group collaborate on and agree on a goal to work towards. This project in particular is the 1914 commemorative recreation of the Paragon Station in Hull and the surrounding area upon which we agreed to develop, as designers we mapped an area according to our own collective preference to which would be the basis and setting for the final product that we wanted to achieve. For a while within the group, we wavered between developing the surrounding area and solely the interior of Paragon Station, this thus altered the dynamic of the project and overall shaped its outcome. If for instance we agreed to solely have the project center around the Paragon Station alone, it would have altered a number of other stakeholders within the project and their connection to it. An example would the client, of which would then be the recipient of a vastly different product that has a completely different scope and set of ideals that the client may not want.
As a student our main objective is to maintain a steady workflow within the project to sufficiently satisfy our creative needs and also our academic desires, in relation to the module at hand and its learning outcomes. The module sustains the project by keeping us within the boundaries of it in relation to our own studies and provides sufficient academic stimuli to support personal growth within our respective field. This project is also aimed towards giving us an understanding of the real world practices that occur within the workplace of the aforementioned occupational field and how to navigate it in a professional manner.
The client is one of the more important stakeholders within the project and they are the main recipient and correspondent to the final product. With this particular type of project, the content is generally dictated by us the designers/producers because of our creative license and the clients lack of knowledge in regards to our respective field, although their needs regardless of how minimal they may seem, do take top priority in terms of the construction and design of the project. For example, the client wishes for the level to have people roaming within it, and so as a group we have made it our prerogative to cater to this need, because they may advertise it elsewhere as having this element within it and if the obligation to implement this isn’t met, it may backfire on both parties later on. Their stake within the project is that their reputation as a company is being utilised by us the designers to showcase a product using their social status as a company of renown in the area and other marketing services. If the project were to misrepresent them or cast an ill impression towards the client, it could potentially damage business relations between them and us the designers. If the project were to do sufficiently well in terms of business, it would be bolstering for both parties involved in terms of public relations and renown.
In terms of the general public, their stake in the project is that they are the main audience. They are generally approaching this project for the first time and seeing it from a fresh perspective that the we the designers may not see. For instance, if something within the final product is seen from the designers as acceptable but could be misconstrued by the audience as offensive, it could call into question the ethical boundaries of our work, and this is thus something we have to consider when approaching all aspects of the project to justify if they are suitable to be implemented into the final product for viewing in the general public. In terms of what the projects needs to be for them, it needs to be informative to the point in which they know what the project is about from the perspective of the designers but also what the client wishes the product to be displaying.
From the perspective of the tutors, their role in things is that they are one of the guiding stakeholders aiding us the designers in the proper direction and professional practice that we should be aiming to strive towards using when in contact with other stakeholders. In doing so they thus enforce academic protocol and encourage us to learn and interact within the medium in order to achieve our learning outcomes. Their stake in things is ensuring that we as students acquire or academic goals whilst maintaining progress on the project.
Aside from the tutors that are an aspect of the academic institution, the institution itself is a stakeholder within the project as they are represented by the designers and students creating the product and govern their students academic progress, anything the students/designers do or produce is reflective of the university and so is a factor that must need to be analysed when approaching any other external stakeholder that isn’t primarily attached to the institution. A positive outlook and reception on the project could benefit the institution in terms of potential marketing and surges in interest into the institution as a place of learning.